Jenny Marie Dauer

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We investigate how students connect explanations and arguments from evidence about plant growth and metabolism-two key practices described by the Next Generation Science Standards. This study reports analyses of interviews with 22 middle and high school students postinstruction, focusing on how their sense-making strategies led them to interpret-or(More)
Socio-scientific issues (SSIs) are challenges at the intersection of science and everyday life that require use of scientific knowledge, argumentation skills, personal values, and morals to articulate science-informed decisions. While addressing SSIs, the ways in which individuals define a problem will influence the solution or decision reached. The problem(More)
A framework for understanding the characteristics of complexity in biology" (2016). Papers in Natural Resources. 574. Abstract Understanding the functioning of natural systems is not easy, although there is general agreement that understanding complex systems is an important goal for science education. Defining what makes a natural system complex will(More)
Inquiry and argumentation are important student practices for science learning. We define inquiry as students taking observations, pattern-finding and developing a model that explains how the world works. We define argumentation as supporting or refuting a claim using evidence connected to reasoning using scientific principles. We describe two types of(More)
Energy and energy conservation are powerful concepts for understanding biological systems, but helping students use these concepts as tools for analysis of these complex systems poses special challenges. This paper focuses on three issues that arise in teaching about energy in biological systems: 1. Understanding the purpose of the concept of energy.(More)
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